Abstract
This research investigates the development and evaluation of 5E-modelled inquiry-based electronic strategic intervention materials (ESIMs) in Mathematics 8 for students at Cupang National High School. The study was motivated by the identification of significant learning gaps in Mathematics 8, particularly in the first quarter, as revealed by the Learning Outcomes Assessment (LOA) results. The ESIMs were designed to address these gaps, incorporating the 5E instructional learning cycle and inquiry-based learning principles.The ESIMs were developed using Google Sites and evaluated by 30 high school mathematics teachers and 15 expert teachers. The evaluation focused on four criteria: content, self-directedness, comprehensibility, and technological aspect. The findings indicated that the ESIMs were highly acceptable in terms of content, self-directedness, and technological aspect, while being considered acceptable in terms of comprehensibility. No significant difference was found between the evaluations of the two groups of respondents. The study concludes that the developed ESIMs can be a valuable tool for addressing learning gaps in Mathematics 8, providing a flexible and engaging learning experience for students.
